Bidirectional Associations Between Teacher–Child Relationship Quality and Chinese American Immigrant Children’s Behavior Problems

Keywords

Closeness, Psychology, Developmental psychology, Test (biology), Quality (philosophy)

References

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Cited by

• Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early AdolescenceEija Pakarinen, Gintautas Šilinskas, Bridget K. Hamre — 2018
• Teacher Involvement Prevents Increases in Children’s Depressive Symptoms: Bidirectional Associations in Elementary SchoolJantine L. Spilt, Geertje Leflot, Hilde Colpin — 2018
• Student–teacher relationships in elementary school: The unique role of shyness, anxiety, and emotional problemsMarjolein Zee, Debora L. Roorda — 2018
• Developmental Links Between Externalizing Behavior and Student–Teacher Interactions in Male Adolescents With Psychiatric DisabilitiesJuliette A. B. Hopman, Nouchka T. Tick, Jan van der Ende — 2019
• Impulse Control Moderates the Link Between Parent–Child Cultural Orientation Gaps and Externalizing Problems in Chinese Immigrant Early AdolescentsDiana Miconi, Ughetta Moscardino, Gianmarco Altoè — 2019
• Developmental Trajectories of Teacher-Student Relationships and Longitudinal Associations with Children’s Conduct Problems from Grades 1 to 12Idean Ettekal, Qinxin Shi — 2020
• Students' shyness and affective teacher-student relationships in upper elementary schools: A cross-cultural comparisonMengdi Chen, Marjolein Zee, Debora L. Roorda — 2021
• Teacher empathy and students with problem behaviors: Examining teachers' perceptions, responses, relationships, and burnoutMackenzie N. Wink, Maria D. LaRusso, Rhiannon L. Smith — 2021
• The reciprocal relationships between head teachers’ negotiation management behavior and teacher-student relationship and primary school students’ externalizing problem behaviors from grades four to six: A cross-lagged studyQili XIE, Zheng Huizhen, Jiang Guangrong — 2021
• Depressive and anxious symptoms and teacher-child dependency and conflict in early childhood.Brenna R.L. Zatto, Wendy L. G. Hoglund — 2022
• Associations between Student-Teacher Bonds and Oppositional Behavior Against Teachers in Adolescence: A Longitudinal Analysis from Ages 11 to 15Sara Valdebenito, Lydia Gabriela Speyer, Aja Louise Murray — 2022
• Preschoolers’ Psychosocial Development, Parents, and Neighborhoods: Towards an Integrative Approach for Immigrant FamiliesJennifer Medina Vaughn, Lisseth Rojas-Flores, Kenneth T. Wang — 2023
• Preschool and Kindergarten Behavior Scales - Social Skills and Student-Teacher Relationship Scale - short form: A French validation studyOphélie Courbet, Fabrice Brodard, Marianne Habib — 2025
• The reciprocal relationships between teacher-student relationship, peer attachment, and internalizing problem behaviors of left-behind childrenYue Jia, Shuling Jiang, Xuan Wang — 2025
• Cross-cultural comparison of social competence and behaviour problems: teacher–child relationships in Chinese and Chinese-Spanish childrenRuzhen Zhang, Cristina del Barrio, Marta Giménez‐Dasí — 2025
• Unveiling Narratives: A Systematic Literature Review on the K–12 Schooling Experiences of Asian American, Native Hawaiian, and Pacific Islander StudentsSe Woong Lee, Xinyi Mao, Soobin Choi — 2025
• Edinburgh Research Explorer Associations between student-teacher bonds and oppositional behavior against teachers in adolescenceS. Valdebenito, L. Speyer, A. Murray
• IndexT. Achenbach, C. Alfano, R. Althoff — 2018

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